Korean Elementary School Teachers' Implementation of Mathematics Instruction for Students Struggling to Learn Mathematics in Inclusive Settings

Autor/inn/en	Shin, Mikyung; Ok, Min Wook; Kang, Eun Young; Bryant, Diane P.
Titel	Korean Elementary School Teachers' Implementation of Mathematics Instruction for Students Struggling to Learn Mathematics in Inclusive Settings
Quelle	In: Journal of Research in Special Educational Needs, 19 (2019) 2, S.145-157 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Mikyung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12437
Schlagwörter	Elementary School Teachers; Mathematics Instruction; Special Education Teachers; Regular and Special Education Relationship; Inclusion; Teaching Methods; Teacher Attitudes; Grouping (Instructional Purposes); Instructional Materials; Pedagogical Content Knowledge; Learning Problems; Foreign Countries; Elementary School Students; South Korea + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Grouping; Gruppenbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Pädagogische Kompetenz; Lernproblem; Ausland; Korea; Republik
Abstract	In this study, the researchers used a researcher-developed online survey to examine the beliefs of elementary school general and special education teachers regarding inclusion and their implementation of mathematics instructional practices. Participants were 55 general and 38 special education teachers. The data analysis was performed using frequency analyses, crosstabs statistics (Fisher's exact test) and independent t-tests. Results indicated that both general and special education teachers recognised the importance of and need for inclusive education. Further, the most frequently used instructional groupings were a whole class and an individualised grouping for general and special education teachers respectively. The two groups' responses about the use of instructional materials and practices varied considerably. Finally, both groups reported a relatively high level of confidence in mathematics topics in general. Limitations, recommendations for future research and instructional practices are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01